The West Biz P.L.A.N.

The West Biz P.L.A.N.

The West Biz P.L.A.N.Personal Leadership and Networking

By Ryan Musso - Leadership, Ethics, and Organizational Sustainability '14 Saint Joseph's University

In collaboration with

Rev. Daniel R. J. Joyce, S.J, Assistant to the Vice President for Mission and Identity at Saint Joseph’s University & Senior Fellow, Center for Catholic and

Urban Education

“To touch the hearts of your pupils and to inspire them with the Christian spirit is the greatest miracle you can perform, and one which God expects of you."

- Saint John Baptist de la Salle


Vision Statement

“Follow the inspirations that come to you from God.”

- Saint John Baptist de la Salle

The West Biz P.L.A.N. aims to create an educational medium that establishes an intentional relationship between Saint Joseph’s University and West Catholic Preparatory High School and offer a sustainable model for educational success. This program believes that every student should be provided an opportunity to create a foundation for professional leadership qualities. This has the ability to translate into all aspects of the students’ career ambitions.

The ethical values and leadership skills offered in this program will create a source of guidance for the students. During the course of the program, the relationships formed and experiential learning accomplished will offer students meaningful work and aspirational goals. The right of greater access to education for all students, regardless of socio-economic background, is the grounding factor that continues to push this program forward.


Introduction

In February 2005, the U.S. Small Business Administration released a report entitled Dynamics of Minority-Owned Employer Establishments, 1999-2001: An analysis of employer data from the Survey of Minority-Owned Business Establishments which found that “minority-owned businesses account for $591 billion in revenues and minorities own 15.1% of all U.S. businesses, or more than 3 million firms, and 99% of these firms are small businesses.” These numbers suggest a great deal of value for providing individuals in historically urban communities with business education because of the continued success that has increased over the years. Many consider the proper introduction to the fundamentals of business at the collegiate level, yet more and more research suggests that students who are introduced to business education at younger ages have a greater awareness for business opportunities than those whose education begins later.

At West Catholic Preparatory High School, integration of business education has become a priority to better prepare students as they make the transition into college. Recently the high school has gone under major renovations, including a name change, to refine and reposition itself as a viable option for people of the greater Philadelphia area seeking to provide their children with high-quality Catholic education. Before this project began, a personal finance/business law class and a basic accounting class were the students’ only choices in terms of seeking business education at the high school. A “need” for more opportunities to foster experiences with entrepreneurship and leadership existed at West Catholic Preparatory High School and this project created the unique ability to meet this need.

During the research phase of this project, other high school programs that have gone under similar forms of transformation were identified including the Cristo Rey Jesuit High School in Chicago. This model provided insight for the importance of creating a program that enhances each student’s future opportunities while sustaining the traditional values of their communities. The Ignation Pedagogy and the Lasallian Pedagogical Framework of Transformative Learning were enlisted to develop the structure of the lesson plans and the classroom materials.

The program will run for seven weeks on Saturday mornings for 90 minutes. Saint Joseph's University and West Catholic Preparatory students will gather to discuss, uncover, and explore various aspects of business including personal leadership, business ethics, marketing, and


business in the community. Each week a new topic will be introduced and eventually students will build upon these to create a final project.

The structure of this program is comprised of topics introduced by the college-leaders from Saint Joseph’s University. This will be followed by small group experiential learning and individual task completion. Focus is emphasized on college leader and prep learner interaction which fosters relationships with one another. This basic business program assumes no previous experience or training, so the initial emphasis is to focus on grasping new material through activities.

Objectives for the program include students developing a greater knowledge and ability for public speaking, further exploring their own understanding of ethics, increasing their ability to apply ethics in their own life, expanding upon previous presentation skills, and having the opportunity to advance research skills. The ultimate goal is for students to gain a greater sense of propose and ownership of their surroundings while providing a foundation of analytical skills that will translate into the business world.


Overview of West Catholic Preparatory High School

Motto: United in Faith, Loyalty, Knowledge

Address: 4501 Chestnut Street, Philadelphia, PA 19139

Type of School: Private & Coeducational

Religious affiliation: Roman Catholic

Patron Saint: St. John Baptist de la Salle

Established: 1916 (West Philadelphia Catholic High School for Boys), 1927 (West Philadelphia Catholic Girls High School)

Oversight: Archdiocese of Philadelphia School System

President: Brother Richard Kestler, F.S.C.

Principal: Sister Mary Bur I.H.M.

Vice President(s): Mr. Paul Colistra - Vice President for Institutional Advancement

Ms. Rebecca Tomlinson - Vice Principal for Academic Affairs

Mr. John Jackson - Vice Principal for Student Services

Business Faculty Chairperson: Mr. William Hoy

Chaplain: Reverend Michael Marrone

Grades: 9-12

School colors: Blue and Gold

Accreditation: Middle States Association of Colleges and Schools

History about West Catholic

The school opened on September 8, 1989, as a result of a merger between West Philadelphia Catholic High School for Boys, opened in 1916, and West Philadelphia Catholic Girls High School opened in 1927.

If West Catholic has a founder, it would surely be Bishop John J. McCort, who was both auxiliary Bishop of the Archdiocese and Pastor of Our Mother of Sorrows Church (at the time one of the leading parishes in West Philadelphia). Bishop McCort clearly saw a need to provide a


Catholic high school education to the growing Catholic population in West Philadelphia as that section of the city grew and developed in the early 20th century.

School began in 1916 with students at both Transfiguration Parish School and later at St. Gregory's Parish School, as the building at 49th and Chestnut was under construction. The administration and faculty were originally the Society of Mary (Marianists). However, in the fall of 1926, the De La Salle Christian Brothers took over what would become West Philadelphia Catholic High School for Boys. In the fall of 1927, the Servants of the Immaculate Heart of Mary (IHM) and the Sisters of St. Joseph (Chestnut Hill) became the women's religious teaching orders to staff West Philadelphia Catholic High School for girls at 45th and Chestnut St.

During West Catholic's first three decades it was one of the largest Catholic high schools in the United States. In 1989, the Christian Brothers, the Servants of IHM, and the Sisters of St. Joseph, and over 1,000 students, merged the Boys and Girls Schools, to become West Philadelphia Catholic High School, where it stands today at 4501 Chestnut St.

With the advent of “open enrollment” for Archdiocesan high schools in the 1990s, West Catholic continued to draw from West and Southwest Philadelphia, and also attracted students from throughout Philadelphia and its suburbs. In 2011, approximately 25% of the students come from suburban areas, with the other 75% from across the City of Philadelphia. As part of the comprehensive strategic plan, A Commitment to Mission, in the 2013-2014 school year West Philadelphia Catholic High School will officially become West Catholic Preparatory High School.

The Brothers of the Christian Schools

West Catholic’s faculty includes a number of religious orders, most notably, the Institute of the Brothers of the Christian Schools, also known as the Christian Brothers. The Christian Brothers are a Roman Catholic lay religious teaching order founded by French Priest St. John Baptist de la Salle. De La Salle was a canon of the cathedral and came from a wealthy family. De La Salle's goal was setting up free schools where the children of the working and poor class citizens could learn reading, writing and arithmetic and also receive religious instruction and other training appropriate for forming good Christians. The Chaplain is a priest of the Archdiocese of Philadelphia.

Academics

Based on the school's “student focus and support; school organization and culture; challenging standards and curriculum; active teaching and learning; professional community; leadership and educational vitality; school, family, and community partnerships, and indicators of success,” the Blue Ribbon Schools program (in affiliation with the United States Department of Education) has awarded West Catholic the prestigious 'Blue Ribbon School of Excellence' recognition several times.


A West Catholic Student:

-is inspired by his spiritual and Gospel values to be of service to others in the local and global communities

-is an articulate young man or woman of moral character who becomes an upstanding citizen, committed family member, and a responsible employee/employer

-is characterized by his/her respectful and compassionate attitude toward others and a deep sense of service as a unique outgrowth of the West Catholic heritage

-assumes responsibility for his/her own well-being in an independent, ethical, and moral manner

-is empowered by his/her well-rounded education to be self-directed, able to communicate effectively, has the ability to exercise problem solving and critical thinking skills, and keeps pace with a technologically growing environment

Mission & Philosophy

Mission Statement

West Philadelphia Catholic Preparatory High School is a Catholic community of academic excellence in an urban environment that is open to an interdenominational population. The school’s rigorous spiritual, academic, technological, and extracurricular programs develop our ethnically and religiously diverse student body into young men and women of strong moral and ethical character. West Catholic prepares each student to face the challenges of everyday life, embrace leadership positions in society, and value service in an ever-changing global society.

Teaching Philosophy

West Catholic Preparatory High School nurtures the development of the Catholic Christian community by participating in the life of the Church and the message of Jesus Christ. West Catholic Preparatory High School is also conscious of its uniqueness as a school enriched by the unified spirit espoused by the commitment of administration, faculty, and staff who serve a multi-cultural, ecumenical, and ethnically diverse urban community. The students themselves recognize as our primary task the development of the whole person through a liberal arts curriculum coupled with a keen awareness of the cultural diversity in our school and recognize the necessity of learning and growing together. The challenge of the school is to provide an atmosphere where differences are embraced as a means to prepare for living in the world as a more fully human being. The common theme of mutual at West Catholic is established in all existing relationships, allowing the school community to experience an atmosphere where learning can go beyond book knowledge and incorporate Christian values on a daily basis.

Strategic Plan 2013-2017, A Commitment to Mission


Some have proposed that resurrection is more painful than death. Whatever the case, West Catholic has certainly faced both. Following an announcement of closure, West Catholic learned in the spring of 2012 that the school would remain open. Ever since this decision, tremendous events have occurred. A new vision at Board of Trustee and local leadership levels have allowed West Catholic to look at itself differently and set a new direction. Today, West Catholic is more goal-oriented and able to think outside the box. This strategic plan, A Commitment to Mission, developed in late 2012 and early 2013 and inclusive of all constituents, is meant to position West Catholic for the next five years as a school with purpose and a clear path to excellence. The plan has ten goal areas with specific objectives, action plans, and metrics in which to ensure success. This document is meant to give you a glimpse into those goal areas and objectives and expand your vision of what West Catholic intends to become. With strong leadership and commitment throughout the organization from all of its constituencies, West Catholic aspires to be a premier urban center for excellence in academics, social and religious formation, and athletics. May this strategic plan, A Commitment to Mission, serve as an introduction to our vision for 2017 and beyond!

Policy of Non-Discrimination

West Catholic Preparatory High School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally made available to students at the school. West Catholic does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admission policies, scholarships, loan programs, or athletic and other school administered programs.

Campus Life

West Catholic is committed to the development of young men and women in more than just their academic lives. Outside the classroom the school offers artistic, athletic, extra-curricular, cultural, and spiritual programs for students. Life at West Catholic is also enhanced by the advanced technology on campus as well as the guidance and support provided for every student.

*All material from this section has been published on the official West Catholic Preparatory High School website.

Syllabus

Fall, 2013


College-Leader(s):

Classroom Location: Art Center

Email Addresses:

Class Hours: 10am-11:30am

Description:

The program will run for seven weeks on Saturday mornings for 90 minutes. Saint Joseph's University and West Catholic Preparatory students will gather to discuss, uncover, and explore various aspects of business with a focus on leadership and ethics. Each week a new topic will be introduced and eventually students will build upon each topic to create a final project. The ultimate goal is for students to gain a greater sense of propose and ownership of their surroundings while providing a foundation of analytical skills that will translate into the business world.

Organization:

-Each prep lecture will be assigned to a college leader for small groups and task completion.

-This program assumes no previous business experience or training.

-The focus is on grasping new material through activities.

Objectives:

-Students enhance their awareness and understanding of leadership.

-Students develop a greater knowledge and ability for public speaking.

-Students further explore their own understanding of ethics and increase their ability to apply it in their own life.

-Students expand upon previous presentation skills and are provided the opportunity to advance research skills.


-Students will begin to see their community with a greater sense of context and consideration in terms of business.

-Students will write out their résumé.

Topics:

(1) Intro to Business

(2) Basic Leadership

(3) Personal Leadership

(4) Business Ethics

(5) Marketing

(6) Business in the Community

Required Materials:

-Binder with tabs

-Notebook or loose sleeve paper

-Pen or pencil

-Access to computers

Classroom Rules of Conduct:

1. Be present and on time

2. Bring classroom materials3. Show respect for other People and their property

Act with courtesy towards the teacher and other students in word and action Keep all school property in good condition Refrain from cheating, talking, or actions that would distract the teacher or other

students

4. Be prepared to participate


Class Schedule


Date Week

Topic/Activity

September 21st 1

Intro to Business/Basic Leadership

- Introduction to the program- Exploration of leadership

September

28th2

Personal Leadership

- Presentation by students on their view of leadership

October5th 3

Business Ethics

- Framework of Catholic Social Teaching & ethical problems- Perspective-taking exercise

October12th/19th 4

Marketing

- Create Ethical Marketing Ad

October19th/26th 5

Business in the Community

- Trip to local business- Build résumé- Introduction of final project

October19th/

November

2nd

6Final Project (Part 1)

- Work on final project in class

November 2nd/9th 7

Final Project (Part 2)

- Presentation of final project

Prep Learner Class Roster


Student Name: Grade: Email:

College Leaders


Student Name: Grade: Email:

Name_________________________________Position_____________Date________

Child Youth and Protection / Safe Environment Forms and Clearances

1. Protecting God’s Children – Virtus


2. Standards of Ministerial Behavior - Virtus

3. Technology Addendum Signature form – Virtus

The above three clearances are given after the Protecting God’s Children Workshop provided by the Archdiocese (Virtus). Information and dates of the workshops can be found on line at https://www.virtusonline.org/virtus/reg_list2.cfm?theOrgID=18461...0

4. *PA State Police Background Check

5. *Child Abuse Clearance Form

6. *Fingerprint check

7. Mandatory Reporting – will be on line

8. Act 24 form

* Below are links to various sites for other background checks:

Fingerprint:https://www.pa.cogentid.com/index.htm - This link is for fingerprinting. On the left side of the page go to "Others" under this click find a print location. A map will be on the right side. Click to find locations.

Child Abuse:http://www.dpw.state.pa.us/findaform/childabusehistoryclearanceforms/S_001087 - this is for child abuse clearance. This cannot be done online. The form needs to go via US mail. This is done after the criminal background check. Mail a copy of criminal background check along with child abuse form.

Criminal Background http://www.portal.state.pa.us/portal/server.pt?open=512&objID=4451&PageID=458621&mode=2 - this link is for the criminal background check. This can be done online or via US mail.


Week 1 of the West Catholic Preparatory Supplemental High School Business

Education Program

Lesson Title: Intro to Business/Basic Leadership

“Know your students individually and be able to understand them.”

- St. John Baptist de la Salle


Curriculum: Lesson Plans

Lesson Title: Intro to Business/Basic Leadership

Subject: Business

Lesson Leader(s): TBD

Dates: TBD

Week: 1

Context:

(1) Begin program with opening discussion on students’ familiarity and understanding of business. (Important to focus on were students got their information and impressions of business.) Continue conversation, bringing up different facets of business (i.e. How does business play a role in today’s society?)

(2) Introduce the vision statement of this program, explicitly stating terms, rules, and creating an atmosphere of expectations.

(3) Hand out binder which includes class syllabus, class roster, vision statement, etc.

Experience:

(1) Once programmatic material has been introduced, start a discussion on individual expectations each student has for the program and what they would like to learn. (Offers student development and starts the process of personal reflection/criticism, which can be used at the end of the program for evaluation).

(2) Transition into the topic of leadership

(3) Break students into smaller groups (using the 1-SJU student to 3-WC students model) and start activity amongst the students listing off what they believe are important qualities a leader should have and why

(4) Bring the groups back together as a full class and discuss what students perceive as important qualities

(5) Introduce handouts on different ways of conceptualizing leadership. Displaying the similarities/differences between the handouts and what students suggested previously. (Using material from Leadership: Theory and Practice –Fifth Edition by Peter G. Northouse, pgs. 2-11)


(6) Next present on “famous leaders” both within and outside of the business world. Provide students with background information on these leaders and discuss which aspects of their life lead them to be successful through different models shown through handouts.

-Selection of the “famous leaders” is up to the discretion of the SJU students teaching the class, my research would suggest using Geoffrey Canada as an example of a successful African American educator and business man currently serving as president of the non-profit Harlem Children's Zone and Ursula Burns who was the first African-American woman CEO to head a Fortune 500 company.

Reflection:

(1) Using the experiences of “famous leaders” (for example Geoffrey Canada or Ursula Burns) and having a basic foundation for understanding different views of leadership through the handouts, break students into their small groups again and have them write about what leadership qualities they possess and what qualities they want to work on.

Action:

(1) Students share amongst their small groups what they wrote about.

Homework:

(1) Read “From Rags to CEO: The Story of Ursula Burns”

(2) Watch YouTube video “Profile: Ursula Burns, CEO and Chairman, Xerox Corporation”

Evaluation: TBD

Outcome:

(1) WC students enhance their knowledge of leadership and understand that leadership has many different meanings.

http://www.youtube.com/watch?v=EdOgQzhAJ1I


Geoffrey Canada Biography

Geoffrey Canada knows first-hand what it is like to grow up impoverished and scared in a world dominated by violence. However, rather than seeking to escape from his past, Canada has returned to the streets of his childhood. He has become passionately committed to helping the youth of today grow up in a happier and safer world.

Canada was born in the South Bronx of New York City in 1954. His father, McAlister, suffered from chronic alcoholism. His mother, Mary, eventually left her husband, believing that it would be easier to raise Geoffrey and his three brothers on her own. Mary was hard-working and dedicated to her sons, but life was nonetheless difficult, and Canada’s youth was marked by poverty. As he explained to Michelle Green of People Weekly, “We were too poor to dress properly. I had thin socks, thin pants, no sweaters and no boots. It wasn’t until years later that I found out you could remain warm in the winter if you had the right clothes.”

In a life filled with hardships, Canada was fortunate to have a loving mother who instilled in him strong values, a deep sense of responsibility, and a belief in the importance of education. She tutored her sons, restricted the amount of television they were permitted to watch, taught them how to read, and took them to museums and civil rights marches. An ambitious woman, she eventually even earned a master’s degree from Harvard University.

Learned to Survive

Despite the strong presence of his mother, Canada did not escape the pressures of the world outside of his home. The police, he quickly came to believe, did not care and certainly were not the answer in times of trouble. He learned that it was better to fight than to suffer the ramifications of being labeled a coward. As a youngster he armed himself with a knife, which he always kept in his pocket. Once, while playing with the knife, Canada badly injured his finger. He never had the permanently bent finger repaired, so that it would serve as a constant reminder of a lesson he learned in the Bronx: do not ever become a victim. As he discussed in his memoir, fist stick knife gun, “the finger keeps the urgency of the work my colleagues and I do with children at the forefront of my mind. The slight deformity is such a small price to have paid for growing up in the South Bronx. So many others have paid with their lives.”

After completing high school, Canada enrolled at Bowdoin College in Brunswick, Maine in 1970. At Bowdoin, he found himself in what was then an all-male environment, in a city with a very small African American population. For the first time in his life, Canada lived and worked with white students on a daily basis.


Joined the Rheedlen Centers

In 1983, Canada left the Robert White School and returned to New York. Motivated by a desire to save young people whose lives might be brutally cut short by bullets or smothered by hopelessness, he decided to work and live in Harlem and to provide children with a role model. “I want to be a children’s hero,” Canada remarked in fist stick knife gun, “Children need heroes because heroes give hope; without hope they have no future.” He found employment with the Rheedlen Centers for Children and Families as a program director for the Rheedlen Institute’s Truancy Prevention Program.

The Rheedlen Centers were initially founded in 1970 by Richard Murphy as a truancy prevention program for children ages five to 12. Their mission evolved as the needs of their constituency – poor children and families – expanded, first growing to address issues of the complete family unit and then incorporating those of entire neighborhoods. At the core of Rheedlen’s mission is providing a safe environment for children among adults who will give them a sense of security and protection. Through the Truancy Prevention Program, Canada specifically worked with children whose parents had abused or neglected them. He also counseled at risk and other neighborhood children who needed an after-school destination.

Canada’s personal background, professional and academic experience, and core belief system fit well with Rheedlen’s philosophy. Patricia Smith aptly described Canada in the Boston Globe as “the brother who never left the hood because he keeps looking into the faces of the children and seeing himself there.” For Canada, the enemies that need to be defeated include poverty, drugs, gangs, broken homes, abusive parents, poorly funded schools, unsafe playgrounds, and hopelessness. He had witnessed first-hand how violence becomes ingrained in underprivileged youths, and how a culture of helplessness breeds one of destruction, often in the name of self-defense. Canada recounted this type of scenario in fist stick knife gun: “The child coming home scared, scarred, looking to [the parents] for protection that they could not provide. The parents feeling as if they had no alternative. Accept it, this is a violent world, so teach them to cope by acting more violently than the others.” The solution to this problem, Canada believes, is for educated men and women to live and work with these children to show them a more productive way to live.

Designed Programs for Youths

In 1990, Canada was appointed president and CEO of the Rheedlen Centers. Housed primarily in public schools, the Centers have expanded to offer homework help, tutoring, and recreational programs to 2,000 students. Canada’s preventative, constructive approach actively blends education, social services, and community re-building as a distinct contrast to expanded police forces and jails. Social workers provide drug counseling and advice to parents, and emergency food and clothing are given to families in distress. Canada has also designed programs to train participants in such basic life skills as job expectations, punctuality, attendance, reliability,


appearance, attitude, and respect. By 1997, the Centers had 11 sites throughout Manhattan. Particularly concerned with the plight of young boys, Canada ensures that Rheedlen programs are led by caring, nurturing men who exemplify the ideal that males play an important role in raising children.

Under Canada’s leadership, the Rheedlen Centers have also initiated the Harlem Peacemakers Program, a community-wide effort to reduce violence in central Harlem by teaching negotiation skills. Concerned by the media’s promotion of violence as a way of settling disputes, Canada has attempted to develop an alternative plan of action, one centered on communication as a means of conflict resolution. The Peacemakers work with Rheedlen staff members to design anti-violence programs and conflict resolution, mediation, and safety plans. Each year, the program trains an additional 50 Peacemakers.

Took a National Perspective

In addition to his efforts with the Rheedlen Centers, Canada has begun to tackle similar issues on a national level. He has partnered with Marion Wright Edelman and the Children’s Defense Fund on behalf of their Black Community Crusade for Children, a nationwide effort to make saving African American children the number one priority within the African American community. Such efforts reinforce Canada’s dedication to addressing and solving the problems that confront African Americans.

Despite the horrors which he has experienced and witnessed, Canada remains a man of hope. Through his writings and actions, he embodies the role model he once desired for himself. Canada strives to be a man of love and peace, the “visible hero” fighting to save children from the often brutally dangerous world that they have inherited.

Weitzman, Lisa. (2000). "Canada, Geoffrey 1954–." Contemporary Black Biography. Retrieved July 25, 2013 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-2872500018.html


Ursula Burns Autobiography

I was raised by a wonderful mother in the rough and tumble public housing projects on the lower east side of Manhattan. Many people told me I had three strikes against me. I was black. I was a girl. And I was poor.

Mom didn’t see it that way. She constantly reminded me “where I was didn’t define who I was.” She knew that education was my way up and out. On a modest salary, Mom somehow managed to send me to good Catholic schools. Back then I was prepared for one of three career options: nun, teacher or nurse.

None of those paths felt quite right for me and I began to dream of becoming an engineer. Brooklyn Polytechnic Institute offered me a spot in the freshman class and I panicked — a classic case of being careful what you wish for. I didn’t have the right preparation. I was in a different borough of New York City that seemed foreign and distant. I feared the students would surely be smarter than me.

It was my first “lean back, lean in” crossroads. It would have been so simple to let go of my dreams and set out on a more predictable journey. However, the courage and confidence that my mother and Cathedral High School had given me enabled me to lean in. It wasn’t easy. I had a lot of catch-up courses to master. I was an oddity in a sea of predominantly white males. I doubted myself big time. I started out in chemical engineering, which I hated, and switched to mechanical engineering, which I loved. And, ever so slowly, I regained my footing.

My life since then has been a series of lean in moments: taking an internship with Xerox in upstate New York, going to an Ivy League school for a graduate degree, signing on with Xerox, and climbing the ladder to the top. As CEO, I pulled the trigger on a major acquisition, which has transformed Xerox from a copy and printing company to a technology and services enterprise.

Dreams do come true, but not without the help of others, a good education, a strong work ethic and the courage to lean in. That’s why I spend so much time with organizations that help minorities and women gain the education and self-respect they need to take risks, to dream big and, hopefully, to someday pay it forward.

Burns, Ursual. (2011). “Dreams do come true, but not without the help of others, a good education, a strong work ethic and the courage to lean in.” Retrieved July 18, 2013 from http://leanin.org/stories/ursula-burns/


From Rags to CEO: The Story of Ursula Burns

By Penny White, Yahoo! Contributor Network

She grew up in a single-parent home with two siblings in a low-income housing project in New York City. But that did not deter Burns from achieving success.

The New York State Higher Education Opportunity Program (HEOP) provides academic and financial support to students. Burns was selected for that program and she earned a bachelor of science degree from Polytechnic University and a master of science degree in mechanical engineering from Columbia University in 1981.

But even before she graduated, Burns was taking the necessary steps along the path which would lead to her history-making success.

She joined Xerox Corporation in 1980 with a summer internship. From there, her rise to the top was imminent.

She worked in product development and planning, then led several business teams such as office color, fax business and office network copying business. She was also the executive assistant to Paul Allaire, at the time the Xerox chairman and chief executive officer.

Then in 2000, Burns headed up manufacturing and supply chain operations as Senior Vice President of Corporate Strategic Services. Before long, she was president of Xerox Business Group Operations and named a corporate senior vice president. She was responsible for global research, engineering, marketing and manufacturing of the Xerox line of products and services.

Burns was chosen on June 2009 to serve as CEO of Xerox Corporation. She is the first African American woman CEO to head an S&P 100 company.

Burns also serves on a number of boards, both professional and community, such as American Express, Boston Scientific, National Association of Manufacturers, the MIT Corporation and the Rochester Business Alliance.

Of particular interest is that Burns took over the helm of CEO from another woman - Anne Mulcahy. It was the first time, according to Xerox, that a female chief executive officer has replaced another female chief executive officer as a Fortune 500 company.

"Xerox today offers the broadest portfolio of document management systems and software in our industry and in our history. That progress happened on Ursula's watch as she drove a technology strategy that launched more than 100 products in the last three years," said Mulcahy. "At the same time, Ursula led activities that strengthened Xerox's business model so we're more efficient, competitive and profitable.


"This organizational change is a logical next step for our company and for Ursula. She brings deep knowledge and experience to the president role, where she'll work closely with me and our leadership team to accelerate our growth in color, services and new business markets."

Of her career with Xerox Corporation, Burns said, "I came to Xerox as a student intern 27 years ago because of its respected reputation for research and engineering. I stayed because of the people and to be part of a values-based culture with a passion for innovation and a deep commitment to customers. To join Anne in leading Xerox's global team is a true honor. I have tremendous pride in this company and am confident we have the best people and the best products and services to aggressively drive our growth strategy, winning in the marketplace and building value for our stakeholders."

White, Penny. (2010). “From Rags to CEO: The Story of Ursula Burns” Retrieved July 22, 2013 from http://voices.yahoo.com/from-rags-ceo-story-ursula-burns-5278569.html



Education Program

Lesson Title: Personal Leadership

“Show much kindness and love for the young people you teach.”


Lesson Title: Personal Leadership (focus on Public Speaking)


Subject: Business


Dates: TBD

Week: 2

Context:

(1) Start class by discussing “From Rags to CEO: The Story of Ursula Burns” which was handed out in the last class.

(2) Transition into section on importance of presentation in relation to leadership.

(3) Watch TED talk by Simon Sinek called “How great leaders inspire action”.

Experience:

(1) Break the students into small groups and discuss the video, compare and contrast Simon’s version of leadership to those of individuals previously discussed.

(2) Now have students bring out their previous written assignment on “leadership qualities they possess and what qualities they want to work on” Have students condense their writings into a concise one page that highlights both qualities they’re proud of having in terms of leadership and some areas of growth they are continuing to achieve.

(3) Next inform the students that they will be presenting their writings on leadership in front of the class.

Reflection:

(1) Once all students have presented, return to small group and begin discussing the experience of presenting in front of an audience. What did they like about it? What didn’t they like about?

(2) In small groups make a list of important qualities and aspects a speaker should possess when presenting.

Action:

(1) Have each group share 3 characteristics they believe are important qualities to have when addressing an audience.

-Highlight the importance of the following aspects during the discussion: Speech Writing, Introductions, Delivery, Storytelling, Using Humor, Listening Skills, Body Language, Visual Aids, Handouts, Voice Care, Voice Control, & Stage Fright.

http://www.youtube.com/watch?v=qp0HIF3SfI4


Homework:

(1) Pass out article on public speaking entitled “Beyond Information: How to Connect with and Influence Audiences” by Dr. Gary Genard, Professor of Public Speaking and Media Training at The Fletcher School of Law and Diplomacy, and of Management Communication at Simmons College for students to read.

-This article is for students to read in their own free time. It’s somewhat lengthy but can be a great source to review for the topic of public speaking in terms of tips and ideas.

(2) Have students watch TED Talk by Kevin Byrne called “Building business on character ethic”

Evaluation: TBD

Outcome:

(1) WC students cultivate a greater knowledge and ability to speak in front of an audience of their peers gaining higher self-confidence and maturity.

http://www.youtube.com/watch?v=M6fGTz1hok0


Beyond Information: How to Connect with and Influence Audiences

By Dr. Gary Genard, Professor of Public Speaking and Media Training at The Fletcher School of Law and Diplomacy, and of Management Communication at Simmons College

Speeches and presentations offer uniquely rich opportunities to connect with and influence audiences. Every talk, pitch, lecture, or presentation is an occasion to change how people think, feel, and behave—or should be. Time and attention are extremely valuable commodities listeners spend in the hope that their investment will pay off handsomely. It’s our responsibility as speakers to meet that demand.

Yet too many of us approach presentations from a weak starting point, believing that our job is to convey information. Even presentations that aim to educate, however, are not primarily delivering information, but only using information to accomplish a purpose. We really should be out to change people’s thoughts and behavior, never simply regurgitating facts, reading bullet points aloud, or expounding upon data in brightly colored graphs. When we make this mistake and think in terms of merely delivering information, “content” becomes king. The chances then become very good that we’ll spend most of our preparation time collecting data of various kinds.

To achieve true influence, however, we must travel beyond information to connect with audiences on a deeper level of shared human experience. Speeches and presentations are like theatrical performances—for they embody a sense of community. The feeling engendered between speaker and audience of “working together toward a common solution” is far more likely to achieve the result the speaker is looking for, while at the same time serving the needs of listeners.

Rather than focusing on conveying content, then, use your presentations to create a bond of shared experience. This means using techniques that allow you to establish a strong rapport with your listeners. You should always be looking for ways to reduce the emotional distance between you and your audience.

This article outlines three ways to achieve this level of rapport, and to foster a sense of community with listeners. Something should change for the better when you speak. What follows are three ways to more fully connect with and move audiences, and in the process, find your own voice.

Think in Terms of “You,” Not “I”

What does this mean?

Buddhist philosophy reminds us that for all of us, life is hard, and so is public speaking. Self-consciousness and nervousness are common when we present to groups, and for some of us, the sensations rise to painful and even debilitating levels. It is easy to turn inward when we feel this


way, wrapping ourselves in our own uncomfortable situation and giving in to negative self-talk and fear.

But living in such an “I” universe can quickly become a self-fulfilling prophecy of failure. If our energy is directed toward ourselves, we’ll have none left to give to our listeners—the very people we’re trying to influence. What audience wants to be mostly ignored by a speaker?

The key is to direct all of your energy and efforts—everything you have—to reaching and establishing a connection with your audience. This means not only eye contact, but paying careful attention to the nonverbal communication coming your way, and playing off what you see. Keep tightly focused on your line or argument, or take a different tack if you see your listeners are confused or uncertain. Speak to them directly, asking a question or soliciting some other response if you sense that your audience is becoming disengaged, is zoning out, or otherwise losing interest. When your chief concern is the benefit your audience is receiving from your talk, you’ll naturally sound like you’re interested in them, because you will be.

How do you do it?

• Direct all of your vocal and overall energy outward toward your audience, none of it inward toward yourself. Watch, watch, watch what’s happening with your listeners: Do they get it? Are their eyes locked with yours? Are they making the connections between what you’re saying and their own world? Do you need to verbally make that connection for them?

• Activate your listeners. Remind audience members that they are the be-all and the end-all of this presentation: they are the reason you are here! Your audience should realize that passive attendance is not possible during your presentations. You can mirror physically the responses that they should have, so they can get it and go along with you. Remove physical barriers (such as lecterns, tables, and overly formal seating arrangements) between you and your listeners, and get close to them. Visit all parts of the room if you can—and if you can’t, do it with your eyes and arm gestures that “reach out” and toward that part of your audience.

• Say it: Use the word “you” rather than “I”; and “we” if it means you (speaker) and the audience, not your company. Present your argument in terms of the audience’s experiences and understanding. They will hear the language of true interest for them and their needs.

What are the benefits?

The number one benefit is reaching your listeners where they live and breathe! If I’m an audience member and you talk about what concerns and interests me, I will hear it in everything you say and show me—and I will respond. Now I’m tuned into what you’re saying!

When you’re on the right wavelength of focusing on your listeners, you sound natural, and your voice reflects your true feelings. Self-consciousness (and self-love) have their own sounds, and they are not pleasant ones for audiences.


Reminding yourself of how you want to help people also gives you the perfect through-line of your talk. Your logic and evidence become intuitive and powerful. It all becomes easier: when you’re in the zone of total audience focus, it actually becomes hard to miss, because what emerges in your speech flows easily and unobstructed and is concerned with others rather than yourself.

Another great benefit is that you’ll be diminishing your self-focus and increasing your audience focus with every word. In the best instances, you’ll be like a magician who achieves your own “disappearing act,” in which you fully become the conduit to your message. Since that message is meant only for your listeners, you’ll be laying down a rock-solid path to audience influence.

Be Conversational


Few good speakers think in terms of “giving a speech,” and no great speakers think so. The mark—one mark at least—of great speakers is that they all sound completely conversational, no matter the size of the audience. Think of it from the audience’s point of view: Presentations (with a capital “P”) are rarely interesting; but a person of knowledge and passion talking to us about their area of expertise can be fascinating.

We have evolved as a species to talk to one another person-to-person or in small groups—think about our ancestors sitting around a camp fire, telling the story of the hunt. Public speaking to large audiences is a much more artificial situation. We naturally develop self-consciousness when speaking to crowds, stiffening up and becoming more formal in our delivery. It’s not a successful survival strategy, and it definitely undermines our ability to connect with listeners and tell an interesting story.

Staying conversational, on the other hand, means we remain in touch with a natural style of speaking that sounds effortless. Imagine you’re talking to a close group of friends about the terrific movie you just saw, or the fascinating person you just went out with on a date. Your entire presentation persona—your facial expressions and eye contact, movement and gestures, vocal coloration and every other aspect of your delivery—will naturally project what you’re thinking and feeling. You’ll come through honestly as yourself, not as someone trying to “be good” in a formal presentation.

This is conversationality, and it’s a world apart from the one-way blast of information that many of us subject our audiences to. Listeners can relate to us—and to the story we’re telling—when we just talk to them about a mutually interesting subject. We are at our honest best, and the audience responds easily, since no layer of formal presentation intrudes.


All of this is to say that the best speakers don’t sound any different in front of an audience, than they do when talking to a single person in an interpersonal conversation. The secret, of course, is that it’s still a conversation, even with a larger group of people.

How do you do it?

• Make eye contact. The eyes truly are the windows of the soul, and we connect with listeners intimately when we share this personal connection. Some speakers don’t like making eye contact with listeners because then they “lose their train of thought.” To which I reply, “Who is easier to convince, another human being or the back wall?”

• Let your voice “go all over the place.” Although this advice sounds slightly silly, I mean it: This is exactly what your voice does when you’re talking to that group of friends about that exciting movie or date. Release your voice from the confines of an “excellent” presentation. It isn’t excellence you’re aiming for (because that’s impossible to achieve by aiming directly at it); it’s connecting with your listeners. Don’t hold yourself in vocally, as many people do in professional communication. In particular, use the upper reaches of your pitch. We usually indicate something important by both emphasizing and raising our pitch on a word or phrase. Doing so gives your voice the “peaks and valleys” of conversation that perk up the ears of listeners.

• Tell stories. Call them evidence or testimonials or supporting material if you like, but always be conscious of the humanity involved in your talking points. Concepts, principles, and theories are fine, but they must be enlivened with the human element to make your conversation come alive. Stories accomplish that spectacularly.


People are always persuaded by genuineness and lack of artifice. Lincoln had it right when he gave his opinion about fooling some of the people all of the time, or all of the people some of the time. In public speaking, some people will be hoodwinked by a dazzling performance with little soul . . . but only for a while. Eventually, they’re figure out whether a speaker is talking to them from the heart, or simply giving a command performance. The sound of someone’s real voice—the conversation we have with them—is always the best indicator of their honesty and forthrightness. Even with con artists, sooner or later we figure out whether we’re hearing their real voice, or only a shallow and cynical substitute.

Appropriate pacing is also easiest to achieve when we “talk” rather than “give a speech.” One of the drawbacks to formal presentations is an ironing-out effect, in which the natural ups-and-downs of our speech are steamrolled away in our desire to be good and sufficiently professional. The real professionals don’t have to achieve any particular effect, however, except their own voice. If you know what you’re talking about, you don’t have to do anything except open your mouth and, well, talk about it.


Most important of all, you’ll look and sound like yourself if you focus on having a conversation with your audience. There is never a need to be as good as that excellent speaker you heard recently, or to be “better than you usually are” because this speaking situation is so important. You have been given this speaking assignment for a reason: You’re the only person who can give this talk in this way. That’s exactly who your audience needs and expects. The best way to give them what they need is to sound like yourself—the person they really want to hear.

Have a Discussion with Your Listeners


Earlier in this article, I mentioned that speeches and presentations are a form of community: we bond with audiences and them with us as speaker, and we share an experience. If we’re speaking well, the audience and we reach an end together, arriving at our destination of shared knowledge and influence at the same time.

These facts are true because, in a sense, we are mutually solving problems when we present to audiences. Think of the way we typically approach a challenge as a group, from a neighborhood committee to a legislature: we get together and discuss the issues and possible solutions. Every speech or presentation embodies the same challenge: How can we as a group change our thoughts, feelings, or actions about this situation, so that a positive outcome emerges from this encounter between speaker and audience?

Talking at listeners certainly won’t get us anywhere! Yet how many presentations have that feeling about them: a one-way monologue in which audiences are expected to be passive and to soak up a constant stream of information aimed their way? Who can benefit from such a dynamic? And who in the world would be interested in hearing such a talk?

Yet day after day, in every industry or endeavor, presenters subject audiences to performances that hardly acknowledge them as partners in a topic of mutual interest. How much more successful we will be by giving listeners the impression that together we are confronting a matter of concern and importance.

Naturally, in any discussion the participants need to be engaged and heard from. And this is a critical part of going beyond information to connect with and influence listeners: We must consciously think of ways to engage audiences when we speak to them.

Remember the cliché of brilliant professors who haven’t a clue as to how to reach college audiences. That story reminds us that the possession of knowledge is useless if the hearts and minds of listeners aren’t sufficiently engaged to receive it.

How do you do it?


• Don’t let your audience be passive! “Discussion” means just that: Invite responses if the size of your audience and your subject matter permit it. If not, “touch” your audience frequently, by reminding them how the point you’re making applies in their world. “You’ve all seen this in action”; “Your team deals with this all the time with customers”; and “Paula reminded me before we started today that this was something we should cover”—remarks like these constantly bring your listeners back into the discussion, where they belong.

• Think in terms of talking with groups the same way you do with individuals, coming down from the heights of formalized presentations to a more relaxed and spontaneous approach. Just because people are gathered in a group doesn’t mean that our interaction with them should change. The more we think in terms of giving a prepared set-piece of a presentation, the more we’ll be divorcing ourselves from the time and the moment and the people in the room with us.

• Ask small questions. Whenever we ask a question—rhetorical or otherwise—each individual in our audience responds the same way: by getting ready to answer that question. Tossing questions to an audience is a sure-fire way to remind them that they’re part of this discussion, not passive pseudo-participants. “You know what I mean, don’t you?” “Haven’t you experienced this in sales calls?” “Let’s discuss that last point, shall we?” “Everybody with me so far?” Ask small questions like these to set up participation. Okay?

• Relish the story of each main point before you go on to the next. Don’t let this rich material fly by, especially if you’re feeling anxious and want to get this presentation over as soon as possible. As an example to illustrate this point: When we attend amateur theatrical productions and are bored with what we’re seeing, it’s not because the actors are dragging out scenes—it’s because they’re not taking enough time. We easily sense the superficiality of the performance, and we prefer a deeper involvement on their part. When you as speaker spend sufficient time on your stories, each of your main points will be like a different song on a CD, or a single gem in a beautiful necklace.


Rehearsed presentations can easily acquire a “canned” quality; but discussions usually sound fresh because we never know who’s going to say what, or when. When we have a discussion with our listeners, we mimic this dynamic because we are in the moment. We are present, discussing things with real people, in real time. A worthwhile discussion has the sense of variety, and a back-and-forth quality that draws people in. Yes, speeches consist of mostly verbal contributions by the speaker and nonverbal ones from the audience. But if you can create the sense of a discussion as I’ve talked about above, your presentation will be more immediate and involving for your audience and their interest will soar.

Finally, it’s much easier to bring your true voice into play when you’re concentrating on talking to a person rather than a crowd, i.e., having a discussion. By “voice” I mean not so much your


actual speaking voice—though that’s of great importance, of course. I mean your presentation persona, including your ability to talk to audiences with immediacy and presence.

Remind yourself of the great opportunity you have to discuss something of importance with these people. Chances are you’ll hardly be able to wait to begin, and when you do, your audience will relish every moment.

Genard, Gary. (2011). “Beyond Information: How to Connect with and Influence Audiences” Retrieved July 24, 2013 from http://www.publicspeakinginternational.com/articles/bid/64701/Beyond-Information-How-to-Connect-with-and-Influence-Audiences/



Education Program

Lesson Title: Business Ethics

“Have much care and affection for the young people entrusted to you.”



Lesson Title: Business Ethics

Subject: Business


Dates: TBD

Week: 3

Context:

(1) Start class by watching/discussing TED Talk by Kevin Byrne. (Focus on the delivery of the speech, noting the material examined in the last class and then focus on his content)

(2) Transition into section on Ethics.

(3) Discuss with students what is there understanding of ethics?

(4) Pass out hand out on Catholic Social teaching for students to add to their binder as a source of reference.

(5) Pass out article entitled “New trends in business in line with Catholic social teaching” by Professor Oliver Williams, C.S.C. of Mendoza College of Business at University Notre Dame. --

-Discuss how can one can use the lessons learned from Catholic Social teaching and implement them in the business world as illustrated in the article.

Experience:

(1) Break up into small groups and hand out case studies entitled “Might Makes Right” and “A Good Team Player”. (Case studies taken from Carnegie Mellon Tepper School of Business –Business Ethics Program) Have students use the framework of Catholic Social Teaching to work through the ethical problems.

Reflection:

(1) Have students convene as a whole class to share their understandings of the cases and the conclusion their specific group came to.

Action:

(1) Break students up into small groups and have student write about an ethical situation they have faced in their life could be in school or in their community and how they reacted in that situation. Would they have done anything different now that they are reflecting upon the situation? How can the lessons of Catholic social teaching have changed the outcome?


(2) Have students share amongst each other their new found self-discovery on a previous situation in their life.

Homework:

(1) Hand out article entitled “Business Ethics Summary” by Michael Alexander Newman

(2) Hand out “Key Terms for Business Ethics” for students to use as a form of review

(3) Watch Marketing and Ethics YouTube video

Evaluation: TBD

Outcome:

(1) Students further explore their own understanding of ethics and enhance their ability to apply it in their own life.

http://www.youtube.com/watch?v=0frFEDTJTsM


Seven themes of Catholic Social Teaching

The Church's social teaching is a rich treasure of wisdom about building a just society and living lives of holiness amidst the challenges of modern society. Modern Catholic social teaching has been articulated through a tradition of papal, conciliar, and episcopal documents. The depth and richness of this tradition can be understood best through a direct reading of these documents. In these brief reflections, we highlight several of the key themes that are at the heart of our Catholic social tradition.

Life and Dignity of the Human Person

The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. This belief is the foundation of all the principles of our social teaching. Catholic teaching also calls on us to work to avoid war. Nations must protect the right to life by finding increasingly effective ways to prevent conflicts and resolve them by peaceful means. We believe that every person is precious, that people are more important than things, and that the measure of every institution is whether it threatens or enhances the life and dignity of the human person.

Call to Family, Community, and Participation

The person is not only sacred but also social. How we organize our society -- in economics and politics, in law and policy -- directly affects human dignity and the capacity of individuals to grow in community. Marriage and the family are the central social institutions that must be supported and strengthened, not undermined. We believe people have a right and a duty to participate in society, seeking together the common good and well-being of all, especially the poor and vulnerable.

Rights and Responsibilities

The Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding to these rights are duties and responsibilities--to one another, to our families, and to the larger society.

Option for the Poor and Vulnerable

A basic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment (Mt 25:31-46) and instructs us to put the needs of the poor and vulnerable first.


The Dignity of Work and the Rights of Workers

The economy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected--the right to productive work, to decent and fair wages, to the organization and joining of unions, to private property, and to economic initiative.

Solidarity

We are one human family whatever our national, racial, ethnic, economic, and ideological differences. We are our brothers and sisters keepers, wherever they may be. Loving our neighbor has global dimensions in a shrinking world. At the core of the virtue of solidarity is the pursuit of justice and peace. Pope Paul VI taught that if you want peace, work for justice.1 The Gospel calls us to be peacemakers. Our love for all our sisters and brothers demands that we promote peace in a world surrounded by violence and conflict.

Care for God's Creation

We show our respect for the Creator by our stewardship of creation. Care for the earth is not just an Earth Day slogan; it is a requirement of our faith. We are called to protect people and the planet, living our faith in relationship with all of God’s creation. This environmental challenge has fundamental moral and ethical dimensions that cannot be ignored.

This summary should only be a starting point for those interested in Catholic social teaching. A full understanding can only be achieved by reading the papal, conciliar, and episcopal documents that make up this rich tradition. For a copy of the complete text of Sharing Catholic Social Teaching: Challenges and Directions (No. 5-281) and other social teaching documents, call 800-235-8722.

Publication No. 5-31 USCCB Communications Washington, D.C. ISBN 1-57455-315-1

1 Paul VI, For the Celebration of the Day of Peace (Rome: January 1, 1972).

Text is drawn from Sharing Catholic Social Teaching: Challenges and Directions (Washington, DC: USCCB, 1998) and Faithful Citizenship: A Catholic Call to Political Responsibility (Washington, DC: USCCB, 2003).


New trends in business in line with Catholic social teaching

By Professor Oliver Williams, C.S.C. of Mendoza College of Business at University Notre Dame.

There are a growing number of companies that not only seek their private good, but also the common good and they embody this expanded purpose in their mission statement and core values.

Cardinal Turkson acknowledged this when he introduced the document The Vocation of the Business Leader based on Catholic Social Teaching on March 30, 2012: “Fortunately, we are witnessing a change in business, a new tendency among organizations, both public and private, to view profit as a means for achieving human and social ends—in other words, as an opportunity to serve the common good.”

Jerry Porras and James Collins in "Built to Last" (1994) call such companies that have long-term, excellent financial performance and an expanded purpose “visionary companies,” companies that believe that doing well and doing good are not opposites. For example, Merck Pharmaceutical Co. has a mission statement that calls on the company to “devote(s) extensive efforts to increase access to medicines through far-reaching programs that not only donate Merck medicines, but also help deliver them to the people who need them.”

Merck sees its purpose as to preserve and improve human life. (See the Merck mission statement on the web). Hewlett-Packard speaks of its purpose as to make technical contributions for the advancement and welfare of humanity. In South Korea, Homeplus speaks of “a mission to create increasing value to our customers and communities. . . . We commit to balanced ‘growth’ and ‘social contribution’”. Starbucks opens its mission statement as follows: “Our mission: to inspire and nurture the human spirit—one person, one cup and one neighborhood at a time.”

The new understanding of business as a socially responsible political actor in the global economy may reflect a growing number of business people who want to make a difference by taking on some of the problems of the wider society. Asking about ultimate purpose, about what most deeply matters in life, is to focus on what some call spiritual values in business, another growing trend. Pope John Paul II captured the spirit of this trend when he wrote in Centesimus Annus (35) that the purpose of business is not simply to make a profit. Rather, business is a community of persons and this community can foster the development of society as well as people.

One initiative to promote and enhance more peaceful and just societies is the United Nations Global Compact. Founded in 2000 by the then secretary general of the UN, Kofi Annan, the Global Compact is intended to increase and diffuse the benefits of global economic development through voluntary corporate policies and programs.

By promoting human rights and labor rights, enhancing care for the environment and encouraging anti-corruption measures, the 10 principles of the Global Compact are designed to


enable more peaceful societies. Initially comprised of several dozen companies, the compact as of 2013 had over 7,000 businesses and 1,000 non-government organization in 135 countries. The objective is to emphasize the moral purpose of business, with member companies setting a high moral tone throughout the world.

Ban Ki-Moon, UN secretary general, expressed the mission well: “Business practices rooted in universal values can bring social and economic gains.”

When people perceive that business is not only seeking its private good but also the common good, and that this is embodied in a mission statement and a widened purpose and activity, there is a slow retrieval of trust in business. This retrieval of trust is manifest in the response to some of the endeavors of signatory companies of the Global Compact.

Business leaders with a conscience will find a helpful moral compass with the guidance of Catholic Social Teaching, especially the document Vocation of the Business Leader. They will also find like-minded colleagues, men and women striving to lead sustainable businesses, in the membership of the United Nations Global Compact. The Philippines has a local network of UN Global Compact companies, as do over 100 other countries, where leaders can share hopes and dreams, as well as learn from each other. I, for one, have great confidence that business can help us as we work towards a better world for all.

*This article originally appeared in The Manilla Times


MINICASE: MGMT - 06 BUSINESS ETHICS PROGRAM

A Good Team Player

Topic: Leadership

Characters: Steven, Assistant Department ManagerKristin, Newly appointed supervisor of Steven's work section

Having done well as a staff accountant in the accounts payable section of a major industrial firm for several years since his graduation from college, Steven felt that he had learned much about the “ins” and “outs” of survival in an intensely bureaucratic organization. It is thus not surprising that he was relaxed and unconcerned about his circumstances at the company as he entered the employee lounge to attend the late-afternoon welcoming reception for his new supervisor.

The new manager of accounts payable, Kristin, had been transferred to Steven’s division from a similar position in another subsidiary of the company because of her proven talent for organizing and improving the efficiency of operations there. A no-nonsense type of manager, Kristin was experienced and determined to perform her new assignment with the same vigor that had brought her so much success throughout her career.

At the reception, Kristin circulated through the room, introducing herself to her new subordinates and asking each of them if they had any suggestions that would help make the payables section a better place to work. When she approached Steven, he told her about something that had been on his mind lately: that people seemed to him to gain promotions and be given opportunities to work overtime based on who liked them, and not on the quality of their work. In reply, Kristin politely stated that she would do everything that she could to see that whatever it was he was referring to would have no place in the team she would lead.

Upon his arrival at work the next day, Steven received a phone call from Kristin’s secretary asking that he meet with his new boss later that morning. He had barely entered her office for the meeting when she looked him straight in the eye and said, “I will not tolerate individuals in this organization who are not good team players. Yesterday afternoon you led me to believe that there are people in this office who are not acting in the best interests of the company, and I want to know who. I want you to tell me the names of the managers you were referring to note, and keep me informed if you see anyone hurting this company, or I’ve got to think that maybe you’re part of the problems around here.” Stunned by both the tone and content of her statement, Steven quickly tried to think of a way to respond.

Author: Michael G. Bowen, Assistant Professor of Management, University of Notre Dame

1992 Arthur Andersen & Co, SC. All rights reserved.

FINANCE MINICASE: MGMT - 06 BUSINESS ETHICS PROGRAM


TEACHING NOTES

A Good Team PlayerTeaching Notes

What Are the Relevant Facts?1. Kristin, an experienced manager on the move, has just assumed leadership of the accounts payable section of a major industrial firm.2. Steven, dissatisfied with what he senses are political machinations that have influenced managerial decision making within his firm, suggests that things would be better in the section if the political “bullshit” could be stopped.3. Kristin uses the power of her new position to try to get Steven to give her the names of those in his section who are not good team players.

What Are the Ethical Issues?1. Should Steven give Kristin the names of those he suspects have pursued their personal interests on the job to save his skin, despite the fact that they are only his suspicions?2. Should Steven agree to be an ongoing informant for his new boss?3. On what grounds are Kristin’s demands of Steven justifiable? How should these influence Steven’s actions?

Who Are the Primary Stakeholders?· Steven· Kristin· Steven’s and Kristin’s fellow employees· Stockholders of the company

What Are the Possible Alternatives?1. Tell Kristin that his statement at the reception was an emotional outburst he now regrets.2. Accede to one or both of Kristin’s demands.3. Refuse to go along with either of her demands.4. Request time to consider options.

What Are the Ethics of the Alternatives?1. What are the short- and long-term costs and benefits of each alternative for Steven and each of the other stakeholders?2. How should Steven weigh the risks to his own career of not complying with Kristin’s demands against the personal and organizational implications of what he is being asked to do?3. How might questions from the “justice” model of ethical behavior add to your perspective on the case?4. Which alternative is most “just” to all parties involved?

What Are the Practical Constraints?1. Time pressure--unless Kristin will allow additional time to consider alternatives.2. Organizational and legal limitations (if any) on Kristin’s ability to make such demands.What Actions Should Be Taken?1. How should Steven respond? Why? What assumptions form the basis for your decision?


2. What would you do if you found yourself in a similar position at your job? Is your answer different from that you gave for Steven above? If so, why?


MINICASE: MGMT - 10 BUSINESS ETHICS PROGRAM


Might Makes Right

Topic: Taking Credit for Work

Characters: Janice, chief of research and development John, Janice’s underpaid assistant

Janice is a highly educated top executive in charge of research and development. John is her underpaid assistant, struggling to support his family. His performance evaluations have always been more than adequate.

As one of his research projects, John designs a creative software package that addresses major concerns within the company. He shares this program with Janice, hoping it will bring him a much needed promotion and raise. Janice’s boss has asked her to design an innovative and efficient program. But pressures of her position keep her from setting aside sufficient time to do the requested work.

Janice, eager to successfully complete the job her boss assigned, is thinking of presenting John’s program to her boss and passing it off as her own. If John objects, she can threaten to lower his performance evaluations or possibly even fire him. If he agrees to go along with the scheme, she can give him a raise and a promotion.

What should Janice do?

Author: J. H. Coll


FINANCE MINICASE: MGMT - 10 BUSINESS ETHICS PROGRAMTEACHING NOTES


Might Makes RightTeaching Notes

What Are the Relevant Facts?1. Janice is John’s boss.2. Janice’s supervisor has asked her to create an innovative program, but the pressures of her job have prevented this.3. John designs a creative software package which he shares with Janice, hoping it will bring him a promotion and raise.4. Janice is thinking of taking credit for John’s program. If John objects, she will fire him; if he agrees, she will give him a promotion and raise.

What Are the Ethical Issues?1. If the software is developed on company time, to whom does the program belong?2. Is John being treated justly? Are his rights being protected?3. Is Janice stealing?4. When, if ever, is it ethical for a manager to take credit for the work of a subordinate?

Who Are the Primary Stakeholders?· The company· John and his family· Janice· Janice’s boss

What Are the Possible Alternatives?1. Janice can proceed to take John’s work.2. Janice can create a team environment in which the team, in this case Janice and John, present the work together.3. Janice can give John full credit and print the package to her boss in such a way that it makes both Janice and John look good.

What Are the Ethics of the Alternatives?·Ask questions based on a “utilitarian” perspective.For example:

1. Which alternative would provide the greatest benefit to the greatest number of stakeholders?2. How would costs and benefits be measured?3. What is the value of the public knowledge of ownership?

·Ask questions from a “rights and duties” viewpoint. For example:1. What rights does each stakeholder have?2. Who has the right of ownership for a program developed on company time?Ask questions based on a “justice or fairness” perspective. For example:1. Which alternative distributes the benefits and burdens most fairly?


2. If John receives the promotion and raise that he wants, are the benefits being fairly distributed to him if Janice claims authorship of the program?

What Are the Practical Constraints?1. Janice will incur considerable professional risk if she claims authorship of the program. It could damage her career in the same way that subsequent discovery of plagiarism in a doctoral dissertation can come back to haunt a person with a doctorate.

What Actions Should Be Taken?1. What alternative should Janice choose?


Business Ethics Summary

By Michael Alexander Newman


Ethics is one of the oldest disciplines, the object of study of which is morality. The term ethics was introduced by Aristotle, who thoughtfully remarked that ethics "helps to know what to do and what should be avoided".

Modern ethics is first and foremost, the science that allows to consider human relationships, as well as to evaluate the behavior of people in terms of generally accepted norms. There are professional ethics, which includes a system of moral norms of human behavior, belonging to a particular social group. An entrepreneur should not only know the ethical behavior standards, but also to follow them. There are so-called professional ethics, and in particular - business ethics, which includes standards of entrepreneur behavior. Entrepreneurial activity is impossible without the numerous contacts with people; it is not designed to work alone.

What is the difference between business etiquette and business ethics? Business ethics is primarily a negotiation with partners; ethics recordkeeping; use ethical methods of competition. Business ethics considered to be the same for businessmen from different countries. Business etiquette - are certain rules governing the work style, manner of communication between firms, the appearance of businessmen, sequence and manner of negotiating and so on. Business etiquette is formed under the influence of certain traditions and the prevailing historical conditions of the country. Therefore, those entrepreneurs who cooperate with foreign partners, is very useful to have a national business etiquette cooperating party prior to the joint activity.

The issues of business social responsibility, ethics, and environmental protection are on the agenda of modern companies. Social responsibility of business ethics and environmental protection are equally important and urgent tasks of modern business than the financial performance of the organization or the pay of top managers, because the issues of corporate responsibility are able to provide the same impact on business reputation and business value, as well as standard indicators of economic growth. "Social responsibility is a voluntary effort on the part of business to take various steps to satisfy the expectation of different interest group... the interest group may be owners, investors, employees, consumers, government, society or community. " (nos.org, 05.21.2009)

In our days environmental protection, for some business industries as automotive industry, drives to new technology and innovation. And this is true even for General Motors Company. "As an automotive manufacturer, environmental responsibility is a key issue for GM. It is playing an active role in the development of hydrogen fuel-cell powered vehicles that emit only clean water and offer twice the energy efficiency of traditional engines." (Alex Blyth, 11.05.2003)

Without being perceived as a sign of economic strength, social responsibility has today the form of corporate civic - a way to create stable and profitable business relationship for all parties, a non-aggressive way, less harmful to work around the community, a friendly way of communication with society. In this form, social responsibility is nothing but a modern and open


way of flexible management. Practices and social responsibility programs are more accessible and more interesting for small business enterprises.

Questions emanate as to the ethical considerations of the professional's liability and how power and dominance should be utilized in service to the society and customer. Most professions have internally implemented principles of practice that associates of the profession must abide by, to forbid exploitation of the customer and uphold the wholeness of the profession. This is not only to the advantage of the client but to the advantage of those belonging to the profession. For instance, an American business may ask an engineer to manifest the safety of a project which is not safe. While one engineer may deny manifesting in the project on moral basis, the business may find a less painstaking engineer who will be ready to manifest in the project for a payoff, thus saving the business the cost of restyling. Disciplinary principles permit the profession to formulate a standard of behavior and assure that one meets this standard, by checking them from the professional body if they do not practice consequently. This permits those professionals who act with moral sense to practice in the cognition that they will not be counteracted commercially. By those who have less ethical qualms. It also maintains the public's trust in the profession, meaning that the public will continue to seek their services.

One can show integrity in every step of professional life, and that comprises the truthfulness of statements in one's curriculum vitae. It is common cognition that many people amplify their skills or experience when searching for jobs. They may over-accentuate their role in projects, their participation in certain industries or areas, or their acquaintance with various Information Technology packages. The interviewers can easily catch this foolishness, and thus one will have to face failure at the very beginning by not getting selected for the particular job. Potency-based interviewing is grounded on the premise that past performance is a good revealer of possible future performance. It uses elaborate questions about what one has done to inculcate one's your past behaviors. Thus, starting with one's resume, one can demonstrate his/her ethical values in the professional arena. In the professional arena, a person should not adopt unethical methods, such as accepting bribes, trying to hurt the sentiments of associates or not showing respect to the sub-ordinates. Everyone has an ethical ambit. As a professional, one needs to make sure that one has a firm cornerstone. If one can meet the moral standards as expected of him/her, one is potent to encourage and urge on others and attain career honors and rewards.

References:

Behrman, Jack N. (1988).Essays on Ethics in Business and the Professions; George, Richard T. de (1999), Business Ethics

Key Terms for Business Ethics


Descriptive Ethics –As practiced by many social scientists, provides a descriptive and empirical account of those standards that actually guide behavior, as opposed to those standards that should guide behavior.

Ethical Values –Those properties of life that contribute to human well-being and a life well lived. Ethical values would include such things as happiness, respect, dignity, integrity, freedom, companionship, health.

Ethics –Derived from the Greek word ethos, which refers to those values, norms, beliefs, and expectations that determine how people within a culture live and act. Ethics steps back from such standards for how people do act, and reflects on the standards by which people should live and act. At its most basic level, ethics is concerned with how we act and how we live our lives. Ethics involves what is perhaps the most monumental question any human beings can ask: How should we live? Following from this original Greek usage, ethics can refer to both the standards by which an individual chooses to live her/his own personal life, and the standards by which individuals live in community with others. As a branch of philosophy, ethics is the discipline that systematically studies questions of how we ought to live our lives.

Morality –Sometimes used to denote the phenomena studied by the field of ethics. This text uses morality to refer to those aspects of ethics involving personal, individual decision making, “How should I live my life?” or “What type of person ought I be?” is taken to be the basic question of morality. Morality can be distinguished from questions of social justice, which address issues of how communities and social organizations ought to be structured.

Normative Ethics –Ethics as a normative discipline that deals with norms, those standards of appropriate and proper (or “normal”) behavior. Norms established the guidelines or standards for determining what we should do, how we should act, what type of person we should be.

Norms –Those standards or guidelines that establish appropriate and proper behavior. Norms can be established by such diverse perspectives as economics, etiquette, or ethics.

Personal Integrity –The term ‘integrity’ connotes completeness of being or thing. Personal integrity, therefore, refers to one’s completeness within themselves, often derived from the consistency or alignment of actions with deeply held beliefs.

Practical Reasoning –Involves reasoning about what one ought to do, contrasted with theoretical reasoning, which is concerned with what one ought to believe. Ethics is a part of practical reason.

Risk Assessment –A process to identify potential events that may affect the entity, and manage risk to be within its risk appetite, to provide reasonable assurance regarding the achievement of entity objectives.


Stakeholders –In a general sense, a stakeholder is anyone who can be affected by decisions made within a business. More specifically, stakeholders are considered to be those people who are necessary for the functioning of a business.

Social Ethics –The area of ethics that is concerned with how we should live together with others and social organizations ought to be structured. Social ethics involves questions of political, economic, civic, and cultural norms aimed at promoting human well-being.

Theoretical Reasoning –Involves reasoning that is aimed at establishing truth and therefore at what we ought to believe. Contrast with practical reasoning, which aims at determining what is reasonable for us to do.

Values –Those beliefs that incline us to act or to choose in one way rather than another. We can recognize many different types of values: financial, religious, legal, historical, nutritional, political, scientific, and aesthetic. Ethical values serve the ends of human well-being in impartial, rather than personal or selfish ways.



Education Program

Lesson Title: Marketing

“By the care you take of your students show that you have a real love for them.”


Lesson Title: Marketing


Subject: Business


Dates: TBD

Week: 4

Context:

(1) Open by discussing the short YouTube video assigned for homework. What did the students think out it? Where have you seen deceptive advertising before?

(2) Transition into discussion about marketing.

(3) Highlight and discuss famous brands (i.e. when you think of Coke or McDonalds’, what are some images that come to your mind?)

(4) Watch TED Talk by Seth Godin called “How to get your ideas to spread”.

(5) Discuss video in small groups.

Experience:

(1) Break the students up into their smaller groups and assign them one product that was marketed in the video they watched for homework. Their will then have to research and create an ad for the product that presents the product in an ethical way.

(2) Computers will be available to use to create a short power point presentation.

(3) Each group will present their product to the class. (Students will be evaluated by the other groups in terms of creativity and how ethical the advertisement would be to a consumer)

Reflection:

(1) As a class, discuss the process and experience of creating an ad.

Action:

(1) Have students write out an idea they would want to advertise and how they would do it.

Homework:

(1) Watch video by Jay Gilbert called “On Better Business”

Evaluation: TBD

Outcome:

http://www.youtube.com/watch?v=mGnz-w9p5FU

http://www.youtube.com/watch?v=xBIVlM435Zg


(1) Students will have an opportunity to expand on previous presentation skills and be provided the opportunity to develop research skills.

Terms for Marketing


Value –the benefits a customer receives from buying a good or service

Marketing –the activity, set of institutions, and processes for creating, communicating, delivering, and exchanging offerings that have value for customers, clients, partners, and society.

Stakeholders –buyers, sellers, investors in a company, community residents, and even citizens of the nations where goods and services are made or sold.

Consumer –the ultimate user of a good or service; can be individuals or organizations, whether a company, government, or charity

Marketing Concept –marketers first identity consumer needs and then provide products that satisfy those needs, ensuring the firm’s long term profitability

Need –the difference between a consumer’s actual state and some ideal or desired state

Want –the desire for a particular product we use to satisfy a need in specific ways that are influenced culturally and socially

Demand –the result of when you couple desire with the buying power or resources to satisfy a want

Market –all the consumers who share a common need that can be satisfied by a specific product and who have resources, willingness, and authority to make the purchase

Utility –the sum of the benefits we receive when we use a good or service

Form Utility –the benefit marketing provides by transforming raw materials into finished products

Place Utility –the benefit marketing provides by making products available where customers want them

Time Utility –the benefit marketing provides by storing products until they are needed

Possession Utility –the benefit marketing provides by allowing the consumer to own, use, and enjoy the product

Social Marketing Concept –marketers must satisfy customers’ needs in ways that also benefit society while still delivering a profit to the firm

Sustainability –meeting present needs without compromising the ability of future generations to meet their needs

Green Marketing –the development of marketing strategies that support environmental efforts


Business-to-business Marketing –the marketing of goods and services from one organization to another

Marketing Planning –to analyze the marketing environment; this means understanding the firm’s current strengths and weaknesses by assessing factors that might help or hinder the development and marketing of products

Marketing Plan –document that describes the marketing environment, outlines the marketing objectives and strategy, and identifies who will be responsible for carrying out each part of the marketing strategy

Market Segment –a distinct group of customers within a larger market who are similar to one another in some way and whose needs differ from other customers in the larger market

Marketing Position –how the target market perceives the product in comparison to competitor’s brands

The Marketing Mix – the Four Ps: product, price, promotion, and place

Product –a good, service, idea, place, person; whatever is offered for sale in exchange

Price –the assignment of value or the amount the consumer must exchange to receive the offering

Place –the availability of the product to the customer at the desired time and location

Promotion –all of the activities marketers undertake to inform consumers or organization about their products, and to encourage customers to buy these products

Consumer Goods –the tangible products that individual consumers purchase for personal or family use; examples: laundry detergent, food, home computer

Services –intangible products that we pay for and use but never own:; examples: dry cleaning, tax preparation, dermatologist

Industrial Goods –bought by organizations for further processing or for use in their business operations; examples: wood for paper, rubber for tires, steel for cars



Education Program

Lesson Title: Business in the Community

“Always address people by their names and with great respect.”



Lesson Title: Business in the Community

Subject: Business


Dates: TBD

Week: 5

Context:

(1) Discuss video by Jay Gilbert assigned for homework.

(2) Break up students into small groups. Discuss types of businesses the students see and recognize in their community. How do they differ from other areas of Philly?

Experience:

(1) (Hopefully) visit to a local business, possibly enterprise that is located close to West Catholic

Reflection:

(1) Have students write about their experience at the local business. What did they expect? How were expectations changed?

Action:

(1) Introduce students to the prospect of building a resume. Use resume in teach guidebook as an example and have student been to fill out their own resume.

(2) Introduce final project: Students will present on a local business in their community, having to interview the owner/workers about their experience, create an ethical ad for the company, and present about the history of the business.

(3) Students will begin to research the different businesses at the end of class.

Homework:

(1) Pick a company for the project.

Evaluation: TBD

Outcome:

(1) Students will begin to see their community with a greater sense of context and understanding.


Matt Damon58 Smith Rd

Boston, MA 02101(617)-555-5555

[email protected]

EDUCATION

Saint Joseph's University, Philadelphia PABachelor of Science and Business Administration, May 2014Major: Leadership, Ethics, and Organizational SustainabilityMinors: Philosophy & Faith-Justice Studies

Related Coursework: Business, Stakeholders, and Ethics, Perspectives on Leadership, Introduction to Human Capital Management, Diversity in the Workplace, Legal Environment of Business, Essentials of Organizational Behavior, Dimensions of Freedom, Social Problems, Moral Foundations

RELATED EXPERIENCE

Faith Justice Institute Placement Liaison August 2012 to Present. Saint Joseph's University,

Philadelphia, PA.

Maintains consistent and accurate Placement Logs for each community partner (Community partner Correspondence Log, Missed-Service Follow-Up Log for upper-level classes), gathers attendance and performance feedback from community partners using prepared feedback forms (Mid-Semester Attendance Report and Final Evaluation)

Conducts feedback sessions with Service-Learners when appropriate and acts as first point of contact for questions and/or concerns dealing with the community partner

Determine individual community partner requirements, e.g. background checks, health screenings, orientations etc., needed prior to the start of service. Make sure students and Service Scholars are aware of the necessary requirements

Provide prompt feedback via Placement Log for each community partner, reporting success and problems with the relationship, service provided, service learner etc.

OTHER EXPERIENCE

Hawk Host (Tour Captain) May 2011 to Present. Saint Joseph's University Bronstein Hall,

Philadelphia, PA.

President of Net Impact December 2012 to Present. Saint Joseph's University Pedro Arrupe Center for

Business Ethics, Philadelphia, PA.

Summer Scholar 2013 May 2013 to August 2013. Saint Joseph's University Philadelphia, PA.

ACTIVITIES/AWARDS

Appalachia Experience Trip Participant, Spring 2011, 2012, & 2013. Saint Joseph’s University, Philadelphia, PA.

Helped build and fix homes for those in need while immersing in the culture of the Appalachia Region


Ecuador Service Trip Participant, Summer May 2012. Traveled to Monte Sinai, Ecuador with a group of 11 of students immersing ourselves in the

community and Culture.

Pilgrimage to Italy, Winter break January 2013 Traveled with the University on a 7 day trip culminating with singing for Pope Benedict XVI in a

private concert in Vatican City.

Saint Joseph’s University Chapel Choir (2011, 2012, 2013); Hand-in-Hand Volunteer (2012); Community Day Participant (2012); Weekly Service Arc of Philadelphia (2011); Radio 1851 DJ (2011); PSIP Participant, Leader, & Coordinator (2010, 2011, 2012); Magis Participant (2010); Fun Day Volunteer (2011)

Student NameHome AddressPhone Number


Email Address

EDUCATION

Related Coursework:

RELATED EXPERIENCE

OTHER EXPERIENCE

ACTIVITIES/AWARDS


Education Program


Lesson Title: Final Project (Part 1)

“Always show cheerfulness in your face.”



Subject: Business


Dates: TBD

Week: 6


Context:

(1) Each student will share which organization they have selected to prepare a presentation about.

Experience:

(1) Work on and complete project by the end of class. (SJU students will be there to assist in helping)

Reflection: None

Action: None

Homework: None

Evaluation: None

Outcome:

(1) Students will have completed projected and be provided time to prepare for their presentations next week.


Education Program



“To touch the hearts of your students is the greatest miracle you can perform.”



Subject: Business


Dates: TBD

Week: 7

Context: None

Experience: None

Reflection: None


Action:

(1) Presentations by each student. (Possibility to invite local community members to watch the presentations)

(2) End with certificate ceremony and pizza party.

Homework: None

Evaluation: None

Outcome:

(1) Students gain a greater sense of propose and ownership of their surroundings through the research and presentations.

Literature ReviewAcs, Gregory, Kenneth Braswell, Elaine Sorensen, and Margery Austin Turner. (2013). The Moynihan Report Revisited. The Urban Institute. Retrieved June 17, 2013 from http://www.urban.org/UploadedPDF/412839-The-Moynihan-Report-Revisited.pdf

Bowen, Michael G. (1992). “A Good Team Player” Tepper School of Business and Arthur Andersen & Co, SC. Retrieved June 29, 2013 from http://wpweb2.tepper.cmu.edu/ethics/AA/mgmt06-case


Burns, Ursual. (2011). “Dreams do come true, but not without the help of others, a good education, a strong work ethic and the courage to lean in.” Retrieved July 18, 2013 from http://leanin.org/stories/ursula-burns/

Coll, J. H. (1992). “Might Makes Right” Tepper School of Business and Arthur Andersen & Co, SC. Retrieved June 29, 2013 from http://wpweb2.tepper.cmu.edu/ethics/AA/mgmt10-case

De La Salle Institute (District of San Francisco). (2006). A Lasallian Glossary. Retrieved June 18, 2013 from http://www.delasalle.org/LasallianGlossaryandAppendix110706.pdf

De La Salle University. (2005). Towards a Lasallian Pedagogical Framework of Transformative Learning. Retrieved July 1, 2013 from http://www.dlsu.edu.ph/offices/iaa/downloads/Lasallian_Pedagogical_Framework.doc

Genard, Gary. (2011). “Beyond Information: How to Connect with and Influence Audiences” Retrieved July 24, 2013 from http://www.publicspeakinginternational.com/articles/bid/64701/Beyond-Information-How-to-Connect-with-and-Influence-Audiences/

Hutchinson FSC, Nicholas. (2006). 100 Short Quotes: Saint John Baptist De La Salle. Retrieved June 18, 2013 from http://www.lasallian.info/doc/100%20short%20quotes.pdf

Kearney, G. R. (2008). More Than a Dream: The Cristo Rey Story: How One School's Vision Is Changing the World. Chicago, IL: Loyola Press.

Lowney, Chris. (2003). Heroic Leadership: Best Practices from a 450-Year-Old Company That Changed the World. Chicago, IL: Loyola Press.

Lowrey, Ph.D., Ying. (2005). Dynamics of Minority-Owned Employer Establishments, 1997-2001: An analysis of employer data from the Survey of Minority-Owned Business Establishments. U.S. Small Business Administration, Office of Advocacy. Retrieved July 24, 2013 from http://www.ecu.edu/cs-cas/anth/nuevosouth/upload/sba-dynamics-of-minority-owned-employer-establishments

Newman, Michael Alexander. “Business Ethics Summary” Retrieved July 24, 2013 from http://ezinearticles.com/?Business-Ethics-Summary&id=3024465

Northouse, Peter Guy. (2004) Leadership: Theory and Practice. 5th Edition. Thousand Oaks, CA: Sage Publications

Rockhurst University. (2004). Ignatian Pedagogy: A Practical Approach. Retrieved July 1, 2013 from http://www.rockhurst.edu/media/filer_private/uploads/ignatian_pedagogy_a_practical_approach.pdf

http://www.ecu.edu/cs-cas/anth/nuevosouth/upload/sba-dynamics-of-minority-owned-employer-establishments

http://www.ecu.edu/cs-cas/anth/nuevosouth/upload/sba-dynamics-of-minority-owned-employer-establishments


Saint Mary's University of Minnesota. (2007). Lasallian Pedagogy Compilation. Retrieved June 26, 2013 from http://www2.smumn.edu/facpages/~rtristan/PDFs/LSAL_PEDAGOGY_COMPILATION.pdf

Saint Mary's University of Minnesota. (2007). A Primer on Lasallian Pedagogy. Retrieved June 26, 2013 from http://www2.smumn.edu/facpages/~rtristan/PDFs/PRIMER_LSAL_PEDAGOGY.pdf

Shipp, Veronica H. (1999). The Journal of Negro Education, Vol. 68, No. 3, Recruiting, Preparing, and Retaining Qualified Teachers to Educate All of America's Children in the 21st Century. “Factors Influencing the Career Choices of African American Collegians: Implications for Minority Teacher Recruitment” (pp. 343-351). Retrieved June 17, 2013 from http://www.jstor.org/stable/2668106

Tough, Paul. (2008). Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America. New York, NY: Houghton Miffilin Harcourt Publishing Company.

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http://www.westcatholic.org/page.cfm?p=523

West Catholic High School. (2013). WEST PHILADELPHIA CATHOLIC HIGH SCHOOL

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